| Using the Evidence-Based Model developed by Odden and Picus (2008) as a conceptual framework in correlation with the Ten Strategies for Doubling Student Performance (Odden, 2009) for comparison, this study examines the school-level resource allocation strategies used to improve learning for struggling readers in high-minority, high-poverty, urban middle schools that have made significant progress in closing the achievement gap. The results of this study support the current research on the effectiveness of inclusive, push-in models that place struggling students in core academic classes with comprehensive interventions that include the use of both formative and summative assessments, targeted interventions, frequent progress monitoring, and additional layers of resources including extended learning opportunities and additional support from specialists. |
